Philosophy Of Experience Research Articles

COVID-19: What can we learn from shared experiences of social distancing within secure services?

COVID-19 is an infectious disease that has spread across the globe with a social, economic and psychological impact that will undoubtedly change the world in which we live. Those working in mental health services will have experienced major changes in working practices, including navigating the challenges of infection control, whilst caring for some of the most vulnerable members of our society. There have been a number of publications considering many of the practicalities of the COVID-19 challenges in mental health. However, deeper reflections of philosophical issues regarding our own shared experiences have not yet been well covered in the professional press. This commentary describes some experiences of working within a low secure forensic service at the beginning of the COVID-19 pandemic in the UK. It aims to explore some of the key themes arising from this unprecedented situation, proposing areas for reflection and shared learning within the mental health inpatient community.

On the problem of astronomy and popular prejudices: the case of ancient astronomers and NASA funding

The aim of this paper is to explore the popular prejudices faced by ancient and modern astronomers. In the case of the ancients, this entails examining the astronomer Thales of Miletus (ca. 620 BC–ca. 546 BC) via the analysis of various ancient texts, such as Aristotle’s Politics, Plato’s Theaetetus and Aristophanes’ Clouds. In the case of the moderns, this entails examining the National Aeronautics and Space Administration (NASA) agency via its funding history, public opinion polls, and spinoff reports. The findings suggest that NASA’s constant efforts to justify their existence in terms of practical outcomes, mirrors the experience of ancient natural philosophers who were depicted with their “heads in the clouds” and in possession of an epistemology devoid of any practical significance.

Big Data's Call to Philosophers of Education

This paper investigates the intersection of big data and philosophy of education by considering big data’s potential for addressing learning via a holistic process of coming-to-know. Learning, in this sense, cannot be reduced to the difference between a pre- and post-test, for example, as it is constituted at least as much by qualities of experience as it is the situation, process of inquiry and its consequences. Long a perennial concern of philosophers of education, the author suggests that big data offers a budding opportunity for philosophers to engage in dialogue with empirical research in order to better understand the process of learning as coming-to-know. Drawing on John Dewey’s theory of inquiry and his philosophy of experience, the author demonstrates ways that both empirical and philosophical research stands to benefit from cross-dialogue. In offering an unprecedented glimpse of empirical detail, the author proposes that big data stands to afford new insights into this most complex human process and that Dewey’s philosophy offers a vital lens of interpretation that can help philosophers of education to make use of this data in addressing the perennial question of how humans come-to-know.

Filosofía y niños: ¿para o con?

In this paper, two different philosophical proposals to introduce and carry out philosophy in school spaces which include the participation of children are compared, these are: Philosophy for Children (P4C), mainly developed by Matthew Lipman and Ann Sharp, and Philosophy with Children (PwC), which is actually a set of “second generation” (counter)proposals –as described by Vansieleghem and Kennedy (2011), based on Reed and Johnson (1999)–, among which those created by Walter Kohan and Karin Murris, to mention a few, stand out. The text begins with some similarities between both proposals, before comparing them in each of their dimensions. First, P4C is discussed. Second, PwC. Their ideas about education, school, philosophical education, their concept of childhood, the role given to teachers and their relation with politics are the main focus. Third, PwC’s critique of the P4C programme is studied. Finally, the paper concludes with some ideas on the issue of introducing philosophy to the school space. Particularly, PwC’s proposal is supported, fundamentally because of its coherent acknowledgment of the autonomy of teachers and of the political element in education, since philosophical experience with children is particularly questioning, defying, and, therefore, it has the possibility of bringing about important transformations, both at a personal-individual level, as well as a collective one.

듀이의 경험철학에 기반한 상상력의 의미에 대한 교육철학적 성찰

본 연구는 듀이의 경험철학에 기반하여 상상력의 의미와 역할을 고찰해 봄으로써 상상력 교육에 대한 새로운 시각 및 방향성에 대한 시사를 얻는 데 목적을 두었다. 상상력 교육에 대한 시대적 요구 및 양적 증가에 대해 교육철학적 성찰이 기반이 된 탐구가 필요하며, 이를 통해 상상력 교육에 대한 더욱 효과적이며 실천적인 시사를 얻을 수 있다고 보았기 때문이다. 듀이의 경험철학에 비추어 보면 상상력은 직접적 인식의 매체로서 경험의 의미를 포착하고 생산하는 데 기여한다. 그러므로 상상력은 경험이 계속적으로 재구성될 수 있도록 함으로써 사회 속에서 살아가는 개인의 삶이 사회적 삶에 연계되어 함께 성장할 수 있도록 하는 힘의 원천이 된다. 이러한 상상력 발휘의 자원은 과거와 풍부한 경험에 있다. 사회 속에서 살아가는 개인 삶의 질을 고양하기 위한 상상력 교육은 양질의 풍부한 경험을 제공하는 방향이 되어야 한다. 양질의 경험으로서 미적 경험은 자유로운 상호작용으로부터 담보되며, 이는 민주적인 삶의 양식을 가진 사회의 중요성을 시사한다. 그러므로 상상력 교육의 출발은 삶의 양식으로서 민주주의를 발전시키고 교육적 환경과 실천을 민주적으로 변화시키는 데 있다. 인간의 경험에 있어 과학적 탐구와 예술적 통합, 도덕적 성찰을 촉진하는 상상력은 진정한 민주주의 사회에서 성장할 수 있다.

A AULA DE FILOSOFIA COMO CRIAÇÃO CONCEITUAL E LABORATÓRIO CONCEITUAL

Este artigo tematiza a aula de Filosofia como momento oportuno para uma criação conceitual na perspectiva de Deleuze e Guattari (2010) e como laboratório conceitual na perspectiva de Carrilho (1987). O enfoque teórico adotado aponta no sentido de um ensino de Filosofia como experiência filosófica, distanciando-se de um ensino meramente enciclopédico e doutrinário. O objetivo é, assim, evidenciar as contribuições dos autores já citados para o ensino de Filosofia que proporcione ao estudante um relacionar da Filosofia com a experiência cotidiana. Os resultados desta pesquisa bibliográfica destacam a importância de considerar-se a aula como laboratório conceitual em que o estudante pode relacionar os conceitos filosóficos da tradição com os problemas da sociedade contemporânea em que está inserido.

AVALIAÇÃO DE APLICATIVO QUE TRABALHA CONTEÚDOS DE FILOSOFIA E SUAS RELAÇÕES COM O ENSINO

O objetivo deste trabalho consiste em avaliar as condições técnicas e as potencialidades didático-metodológicas do aplicativo Quiz Filosófico, o qual foi desenvolvido para smartphone e tematiza conteúdos da história da filosofia, para fortalecer o processo de ensino-aprendizagem na disciplina de filosofia no âmbito do Ensino Médio. Através de uma revisão da literatura, busca-se descrever as características e potencialidades deste aplicativo e a percepção de sua possível aplicabilidade, ou não, na perspectiva da escolarização de nível médio. Como conclusão, destacamos que este recurso digital apresenta limitações de conteúdo filosófico e talvez não seja um recurso essencial para apoiar o desenvolvimento da experiência primordial do filosofar com estudantes do Ensino Médio em sala de aula, embora possa servir para atividades extraclasse.

Through the Glass Bubble: Chronic Pain and the Doctor–Patient Relationship as Perceived by Patients

At the beginning of the 21st century, the interdisciplinary model for treating patients suffering from chronic pain has been adopted by a growing number of health centers. There is not, however, enough research examining how patients treated in clinics guided by this philosophy experience their condition and treatment. The purpose of this study is, therefore, to gain a closer understanding of the experience of these chronic pain patients. Semistructured interviews were conducted with 15 men and women aged 24 to 54 years who have suffered from chronic pain for over a year. The interviews were analyzed using the interpretative phenomenological analysis method. According to our analysis, participants experience themselves as trapped within endless pain that blurs their sense of identity and autonomy and isolates them from their environment. Participants expressed their desire for a close and caring relationship with their doctors as a way of relieving their sense of isolation. Based on our analysis, we suggest a patient-centered model for guiding doctors caring for chronic pain patients, which highlights the patients’ social and emotional experiences in addition to their medical condition.

Towards a Learning Philosophy Based on Experience in Entrepreneurship Education

If experience is the guiding light in entrepreneurship education, then where is the philosophy of experience? This article illuminates the philosophical foundations of entrepreneurship education by discussing learning through experience. We introduce a diagram that addresses primary and secondary experiences and their interplay as well as a model that further reveals how educative entrepreneurial experience can be researched through empirical phenomenology. We suggest that although entrepreneurship is currently positioned as an experiential subject in academia, the theoretical and philosophical roots of experience in learning have not been fully addressed, leading to a deficit in our understanding of how knowledge is derived from experience, and how experience may differ depending on its philosophical underpinnings.

As funções poética e metalinguística na interpretação de texto

Com este artigo, homenageamos a memória do professor, orientador e amigo Paulo Mosânio Teixeira Duarte, cuja presença inspiradora constituía-se sempre, nos mais variados ambientes, da academia à mesa de bar, promessa de felicidade para quem buscava bons e elevados papos, conduzidos pela potência e espontaneidade de uma gaia(ta) ciência, própria do cearense culto que, no caso dele, não se levava excessivamente a sério nem deixava a máscara social colar-se à cara. Vocacionado por “onde nem tempo nem espaço” a refletir sobre o mistério da vida e os seus sentidos, o mestre era ponta de lança aferindo, e aferindo-se, entre bem-humorado e colérico, a vida como experiência filosófica. O texto que aqui apresento é parte da glosa de um mote sugerido por ele para o meu mestrado na UFC: função poética e motivação semântica. Havia o mestre proposto o tema “o estatuto da locução em língua portuguesa” para minha dissertação. Imaginei-me especialista no assunto atravessando a vida acadêmica e desanimei. Queria algo mais estimulante. Então, ele propôs uma pesquisa sobre a função poética e a motivação semântica. Acatei, sem deixar, no entanto, de ajustar o foco prático da pesquisa para a produção poético-cancional de um artista brasileiro pelo qual nutro respeito, admiração e amor: Caetano Veloso. É nesse espírito, portanto, isto é, num misto de saber e sabor, que daremos curso à sugestão de que existe certa similaridade entre as funções metalinguística e poética, sugestão encampada por Jakobson (s/d), desenvolvida por Lopes (s/d) e partilhada pelo mestre Paulo Mosânio. Antes, porém, faremos remissão a outros autores que vislumbraram a aproximação para, no final do artigo, fornecer uma síntese comparativa entre eles.

O uso de textos filosóficos em sala de aula: o que os professores pensam sobre isso?

Este artigo tem como objetivo analisar as percepções de professores de Filosofia em serviço sobre o uso de textos dos filósofos em sala de aula. O referencial teórico está relacionado à compreensão do papel da Filosofia na sociedade segundo Jaspers (1971) e a importância do uso de textos filosóficos em sala de aula. A pesquisa é de natureza qualitativa e os sujeitos são 32 professores de Filosofia da rede pública do Estado do Paraná, Brasil. Os dados foram coletados por meio de questionários e organizados e analisados por intermédio da análise de conteúdo, de onde foi possível identificar cinco categorias. Os resultados apontam que as percepções dos professores sobre o uso de textos dos filósofos em sala de aula estão relacionadas às questões sobre o ensino da Filosofia de forma reflexiva, como uma construção histórica e fundamental, para que o aluno viva uma experiência filosófica.

Критика разума и intellectus agens: гносеологический проект Ж. Марешаля

This article discusses the philosophical doctrine of the French Jesuit J. Maréchal, which became the basis for “Transcendental Thomism”. The origins of this project are considered against the background of the philosophical and theological discussions witnessed by Maréchal, in particular, the controversy with Neo-Kantianism, Bergsonism and Catholic Modernism, which influenced Maréchal’s decision to turn to Kantian criticism and propose its Thomistic rethinking. Among the transformations to which Kantianism was subjected by him, we should note a return to the correlation of the concept of “understanding” (Verstand) from the “Critique of Pure Reason” with the scholastic concept of “actual reason” (intellectus agens). Although this step has already had precedents (in the interpretations of J. Balmes, E. Peillaube), J. Maréchal builds on its basis a special interpretation of a priori, mental synthesis and abstraction. At the same time, he departs from both the original teachings of Thomas Aquinas and those leading interpretations that were characteristic in his time (G. Mattiussi, E. Hugon). This allows us to consider the “Transcendental Thomism” by J. Maréchal as a unique historical and philosophical experience that influenced the subsequent development of Neo-Thomism (J. Maritain, K. Rahner, and others).

Апофатическая целостность человека и культуры в диалогах Николая Бахтина

The article discusses the dialogical foundations of a person’s personal self-identity in the space of culture on the example of N. M. Bakhtin. The relevance of the work is associated with the increased relevance of the experience of live dialogue, which in modern information reality, on the one hand, appears as an opportunity for unprecedented self-expression and a space for communication and exchange of meanings, on the other hand, as a real danger of drowning in the cacaphony of discord and loss of oneself. The purpose of the work is through a hermeneutic reading of the works of N.M. Bakhtin, to show that through dialogue a person’s personal identity is formed, through existential questioning: «Who am I?». The authors use a hermeneutic approach to reading the philosophical works of N. M. Bakhtin, as well as a comparative analysis of his ideas and those of the leading philosophers of our time. However, the authors of the article not only analyze the similarity of N.M. Bakhtin with the main philosophies of postmodernism, but also insist on the pragmatic value of his works in themselves. The authors come to the conclusion that the dialogues of Nikolai Mikhailovich Bakhtin are a wonderful example of the experience of dialogue, which takes on an existential dimension, addressing the very essence of human existence. Nikolai Bakhtin appears as a thinker striving for a living experience of philosophy, trying to find a way to a genuine person who collects and shapes himself into a simple and integral unity in the space of the true culture of a hierarchically ordered cosmos. Thanks to this, the tension of the dialogue keeps the vivid sounding of the word, ready to turn into a deed, and does not allow the voices of the interlocutors to fall into monologue one-sidedness, degenerate into artificial schemes that disidentify and enslave a person’s personal integrity.

Ян Амос Коменский и Сенека: генезис философско-образовательного проекта

The article discusses the significance of the heritage of Seneca for the genesis of the philosophical and educational project of Jan Amos Komensky, which he called Pansophia. On the basis of terminological analysis and a comparative method, the main positions, terminological preferences and the meaning of Komensky’s creative development of the philosophical experience of this particular ancient author are revealed. In Komensky’s educational project, the ancient tradition introduced by Seneca is renewed in a new form - the humanistic ideal becomes the core of the didactic concept. Komensky’s project combined the theory and practice of human education, focused on a philosophical understanding of his nature.

Viaje a la revolución: vitalismo y cultura política en las crónicas chinas de Bernardo Kordon

This article examines the Chinese chronicles of Argentine traveler, writer, and editor Bernardo Kordon (1915–2002), produced during his three decades of travels to the Popular Republic of China and as a reflection of a larger network of contact between both regions beginning in the late 1950s. An enthusiast of Chinese millenarian culture and the Maoist Revolution, Kordon, distancing himself from the Communist Party of Argentina and the aesthetics of social realism, saw in China an alternative model for intellectual commitment and revolutionary solidarity. I argue that, rather than falling back on the exoticism of sinology or professing a complete support of Maoist ideology, Kordon’s approach to China, especially to its urban planning program and millenarian theater, is permeated by a vitalist atmosphere and sensibility. Vitalism, a philosophical experience significant for thinkers such as Nietzsche and Bergson, saw a constructive revolutionary force in the energy and creative potential of human beings, especially youth. In my reading, Kordon acquires this vitalist sensibility through his participation in political and cultural associations with ties to the Student Reform Movement of 1918. Kordon’s chronicles allow us to examine sites of revolutionary cultural production in Argentina and Latin America beyond party lines or hegemonic discourses.

ОСЦИЛЯЦІЯ ЯК ВИМІР ФІЛОСОФІЇ МЕТАМОДЕРНУ

Стаття присвячена здійсненню дослідницької мети системно-теоретичного аналізу нової метамодерної парадигми на підставі культур-філософського дискурсу останнього десятиліття, визначенню концептуального змісту метамодерну та його специфічної особливості в методології осциляції, що виступає визначальною ознакою метамодерної парадигмальності. В роботі проаналізовано рефлексивна література щодо кризових явищ постмодерну та формування постпостмодерну, а також теоретична база метамодерну; визначено «метамодерн» як період філософії початку 21 століття, що характеризується серединною позицією між цінностями та ідеалами модерну та їх негацією постмодерном. Специфічною особливістю метамодерну визнано методологія осциляції, як парадигмальний дискурс між оптимістичним конструктивізмом модерну та іронічним деконструктивізмом постмодерну. Виявлено, що осциляція сприяє здійсненню взаємодовизначення метафізико-екзистенційного в онтології, інтуїтивно-раціонального в гносеології, науково-поетичного в епістемології та індивідуально-соціального в антропології метамодерну, що прагне до реконструкції цілісного.

Hazardous manoeuvres: Thoughts on Being a Female University Dean

As a faculty dean, I was constantly surprised over the years by the number of female academics who expressed reluctance to do my job. Why were they so reluctant? Why did they cite intense argument and personal criticism as significant deterrents? Focusing specifically on academic argument, and the crucial role of autonomy in academe, this paper will identify and explore two discursive orientations often found in university culture today that have the potential to limit autonomy. It is argued that their presence creates a peculiarly challenging environment for female academic leaders. Drawing on relevant philosophical literature and my own personal experience as a member of senior academic administration, the paper will examine the nature of the challenges entailed and the insights it may provide into females’ reluctance to become academic leaders. Challenges notwithstanding, it is hoped that the personal perspective brought to bear on the discussion will encourage female academics to see beyond potential barriers and to pursue leadership as a realistic, worthy option in their professional lives.

Aesthetic Origins in Albanian Literature

Aesthetics is the discipline raised upon the meditations and philosophical experience in general and the study of works of art in particular. Above all, it is preoccupied with beauty and grandeur, the ugliness, grotesque, perceptions, sensitivity, tastes, and the influence that the work of art has on the recipient. Aesthetic thought in other cultures and literatures is ancient and rich, while in our literature this thought developed with some particularities and quite late - from 1555, when the first work in Albanian language Meshari was written by Gjon Bdek Buzuku. So in Buzuk's Meshari we have the first thoughts on the aesthetics of the recipient, closely related to the work as a written text, as well as to the importance of this influence. Pjeter Budi, our first authentic poet and prose writer, in poetry, in the forewords and afterword’s which either proceed or conclude the translated works, “Christian Doctrine” (1618), “The Mirror (review) of Confession” and “The Roman Ritual” (1621), mentions the importance that the recipient of the literary work, biblical and theological work and the influence of beauty has. Budi emphasizes that everything is urged by God, even if something is created through words, in this case through poetry. Budi relied in the contemporary aesthetics, which in Europe was deeply pervaded by the Christian concept. A particular aesthetic approach, whether of an artistic, philosophical or theological literary work, as a meaningful expressive system, both the recipient and the influence on it, especially of beauty as a philosophical and aesthetic concept, is proved in Pjeter Bogdani’s “Ceta e profeteve” published in 1685.

Философия и отрасли права: проблемы конвергенции

Using historical materials, the author demonstrates that the persistent and acute interest of philosophers to law has turned spurred the emergence of a legal outlook, and then a universal basis ensuring both sustainability and the dynamic development of legal thinking. Further, it is shown that understanding the origin of the legal thought is present mainly at the general theoretical level, while in specific branches of law, the opposite is observed. They lack a request for philosophical knowledge. It is specifically exemplified that the theories of branches of law feature a widespread tendency to avoid or reject philosophical experience. Exploring the gap between philosophical and legal thought, the author reveals that the relations between them are driven by rational, irrational and mega-irrational factors. The core source of these factors is positivism as a worldview, which, as early as in the 19th century, was chosen as a key approach to the learning of law and since then has not been critically viewed in the branches of law. The author reveals errors and costs of positivism, the core idea of which lies in the rejection of philosophy as a source of knowledge and in asserting the self-sufficiency of industry experience. In order to shape the philosophy of the branches of law, the researcher proposes to focus on a human being and look for a source of inspiration in him/her to address philosophical issues.

Historiographical Approaches on Experience and Empiricism in the Early Nineteenth-Century: Degérando and Tennemann

This paper examines the views of Joseph-Márie Degérando and Wilhelm Gottlieb Tennemann about empiricism, and the scope and limits of experience as well as its relation to reason and its role in the attainment of true knowledge. While Degérando adopted the “philosophy of experience” and Tennemann advocated Kant’s critical philosophy, both authors blamed each other for the same mistake: if Degérando considered that, despite all appearances to the contrary, critical philosophy fell into empiricism, Tennemann judged that the philosophy of experience was nothing but pure and simple empiricism. Degérando’s and Tennemann’s discrepancies involved not only a discussion of “nomenclatures” and of the role and limits of experience in knowing, but also an epistemological and ideological commitment to the pacification of the intellectual field in the aftermath of the French Revolution. In this line, Degérando’s alignment with the philosophy of experience attempted to distance himself from the politically dangerous sensualism attributed to the idéologie. But, unlike his countryman Charles Villers, he did not want to replace the sensualism by critical philosophy. His opposition to philosophical novelty (which he associated with political revolution) led him to praise only the “eclectic” spirit of Kant’s philosophy.